高中生英语阅读焦虑的实证研究

发布时间：2019-03-27 15:41

【摘要】：高中阶段是英语学习至关重要的阶段,而阅读在高中英语学习中又是重中之重,Saito等语言研究专家也认为阅读是听、说、写能力的基础。因此,高中生英语阅读能力的培养一向是专家和一线教师研究的重心。近年来,他们研究的重点逐渐转移到了学习者上,更加关注学习者的情感因素。《普通高中英语课程标准(实验)》(2003:3)也明确指出:“情感态度是影响学生学习和发展的重要因素。”许多情感因素会影响学生阅读水平的发挥,其中焦虑是最会对阅读造成阻碍的情感因素之一。因此,英语阅读焦虑的研究日渐成为一个新的英语研究领域。但是,大多数研究都以大学生或高职生为研究对象,涉及基础教育领域的高中生很少。由于所处地区不同,高中生和大学生年龄不同,探讨角度的差异等,研究的内容也千差万别。而且在调查中,有三分之二的学生认为在英语听说读写四项技能中,阅读是最难的。因而,学生在阅读方面急需帮助。基于以上研究缺口和教学实际需要,笔者对高中生英语阅读焦虑的现状进行研究,特别是至今尚无人涉及的高中生英语阅读焦虑与阅读题型关系的研究。同时,笔者进一步探讨高中生英语阅读的焦虑源和缓解焦虑的策略。本论文以英语阅读焦虑为研究内容,对笔者所任教中学的高二年段240名学生进行调查和访谈,并把收集到的数据用SPSS17.0进行分析。在这个过程中使用了皮尔逊相关分析、单因素方差等统计手段。通过实证研究和分析,本研究结果显示:高中生普遍存在中等程度的英语阅读焦虑,并且男女生没有差别;不同英语阅读能力学生的阅读焦虑存在显著性差异;英语阅读焦虑和阅读成绩呈显著负相关;英语阅读焦虑和阅读题型也呈显著负相关,而对文章深层次理解的推理判断题和主旨大意题对学生的影响最大;英语阅读的焦虑源有多个,最主要的是自信心不足,接着是英语语言基础知识匮乏,还有语言模糊容忍度较低,英语阅读解题策略缺乏和文化背景知识欠缺。笔者基于以上研究结果,并结合自身教学实践,总结了六点高中英语阅读教学启示:引导学生正确认识英语阅读焦虑;帮助学生树立信心;创设轻松和谐的课堂和阅读氛围;积极开展自主合作学习;加强文化背景知识学习;进行宏观和微观的阅读策略指导。
[Abstract]:Reading is the most important stage in English learning in senior high school. Language researchers such as Saito also think reading is the basis of listening, speaking and writing ability. Therefore, the cultivation of English reading ability of senior high school students has always been the focus of the research of experts and front-line teachers. In recent years, the focus of their research has gradually shifted to learners, More attention is paid to learners' affective factors. The Standard of English Curriculum in Senior High Schools (experiment) (2003 / 3) also clearly points out: "Affective attitude is an important factor that affects students' learning and development." Many affective factors affect students' reading ability, and anxiety is one of the most important affective factors that hinder reading. Therefore, the study of English reading anxiety has become a new field of English research. However, most of the studies focus on college students or higher vocational students, and there are very few high school students involved in the field of basic education. Because of the different regions, the different ages of senior high school students and college students, and the differences in the angle of discussion, the contents of the study are also very different. And in the survey, 2/3 of students thought reading was the most difficult of the four English listening, speaking, reading and writing skills. Therefore, students are in urgent need of help in reading. Based on the above-mentioned research gaps and teaching needs, the author studies the present situation of English reading anxiety in senior high school students, especially the relationship between reading anxiety and reading question type, which has not been involved in senior high school students. At the same time, the author further explores the source of anxiety and strategies to alleviate anxiety in English reading of senior high school students. Taking English reading anxiety as the research content, this paper investigates and interviews 240 students in the second year of the senior high school where the author teaches, and analyzes the data collected by SPSS17.0. Pearson correlation analysis, one-way variance and other statistical methods were used in this process. Through empirical research and analysis, the results of this study show that middle-level English reading anxiety exists in senior high school students, and there is no difference between boys and girls, and there is a significant difference in reading anxiety among students with different English reading abilities. There is a significant negative correlation between English reading anxiety and reading achievement, and a significant negative correlation between English reading anxiety and the type of reading questions, while the inference judgment questions and the main theme questions have the greatest influence on the students'in-depth understanding of the article. There are many sources of anxiety in English reading, the main one is the lack of self-confidence, then the lack of basic knowledge of English language, the low tolerance of language ambiguity, the lack of English reading problem solving strategies and the lack of cultural background knowledge. Based on the above research results and combined with his own teaching practice, the author summarizes the enlightenment of English reading teaching in senior high school at six points: guiding students to understand English reading anxiety correctly; helping students build up confidence; creating relaxed and harmonious classroom and reading atmosphere; Actively develop independent cooperative learning; strengthen cultural background knowledge learning; macro-and micro-reading strategy guidance.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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